ABSTRACT

Conclusion:

While SLD patients had significant improvements in reading and writing, the improvement in mathematics was limited. Training programs should be conducted especially for the correction of math disabilities in combined type SLD patients.

Results:

The mean age of the patients included in the study was 11.5 ± 1.9 years and 61.5% of them were male. 84.6% of the patients were accompanied by ADHD. In the 3-year follow-up, WISC-R scores increased significantly in verbal intelligence scores, while WISC-R categories showed a significant increase in conceptual ability scores and a decrease in rankings scores. In the error analysis evaluation, there was a significant increase in the scores obtained in the field of reading and writing in the follow-up, and no change was observed in the scores in the field of mathematics.

Materials and Methods:

In 2015, 26 children and adolescents with the combined type SLD were included in the study. The cases were compared by applying WISC-R test and Reading-Writing-Math Skills Assessment List at the beginning and at the end of the third year.

Aim:

Specific learning disorder (SLD) has a significant impact on the individual's functionality by causing academic failure. Therefore, corrective educational interventions are important for children and adolescents with SLD. In this study, our aim was to reveal the changes in WISC-R test and reading, writing, arithmetic skills after 3 years of personalized special education program and accompanied attention deficit and hyperactivity disorder (ADHD) treatment of children and adolescents with a diagnosis of SLD, combined with reading, writing and mathematics disorders.